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YouTube. (2013, March 27). Focused observations chapter 4 video 9. YouTube. https://www.youtube.com/watch?v=fdZJiWnxhg0

Online version:

Best Start Expert Panel on Early Learning. (2007). Early learning for every child today: A framework for Ontario early childhood settings. Government of Ontario.

http://www.edu.gov.on.ca/childcare/oelf/continuum/continuum.pdf

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Include photos/videos of your suggested curriculum set up from your Learning Story

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To help capture the voice of the child we could ...

To help capture the voice of the Family we could ...

To help capture the voice of colleagues we could ...

Remember to support ideas with readings/resources from the observation, documentation, or learning approach lessons. Think about why it is important to include the perspective of these different groups. Consider how these these voices/perspectives continue to add depth to your documentation.

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We could use the following tools to continue developing this learning story.

Tool #1. (Identify and how it could be used to support your continued pedagogical documentation)

Tool #2. (Identify and how it could be used to support your continued pedagogical documentation)

Remember to support ideas with readings/resources from the observation, documentation, or listening approach lessons.

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Prompt #1. Is a sensory bin offered at home?

Prompt #2. How does Jenny handle conflict amongst her siblings?

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Because we want to continue to support Jenny's development in Root Skill #1, Root Skill #2 and Foundation we will continue to build on these skills by providing play opportunities that support this type of growth. Offering other types of sensory activities and opportunities to play alongside her peers will be best suited to help her practice these skills. Her ability to express her thoughts and feelings during play allows us to understand what type of play engages her fully. We will offer other opportunities to play that further bring out her independence and ideas for imaginative play. Offering sensory bins with lots of materials and loose parts might engage her actively to participate and widen her imagination. We could add some water bottles with lids, tin cans, wooden spoons, and plastic eggs to embrace the musical instruments of the world. This sensory activity could be set up in an open space to allow the children to move with music or instruments they decide to create.

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Through her play Jenny was demonstrating..

Skill #1. 5.3 fine motor skills by manipulating sensory materials, cups, scoops, funnels, and bowls. Jenny was carefully scooping tiny beads into different containers. By doing this, she was refining and building on her fine motor skills. Scooping the tiny beads requires her to track the movement of the beads and coordinate her hand movements, improving her hand-eye coordination.

Skill #2. When interacting with her classmates, Jenny displayed her understanding of 1.2 conflict, resolution, and social problem-solving skills.

Jenny showcased a sense of engagement and expression when she was engaged with the activity, interacting with her peers. She used her creative thinking by pretending that the beads were medicine while playing with her friend and embracing communication among her friends.

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Scoop, Pour, Play: Adventures in the Sensory Bin

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Scoop, Pour, Play: Adventures in the Sensory Bin

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Today I noticed Jenny, she showed great interest in the sensory bin with the many beads and materials, she could explore.  She scooped up all the materials with the scoop and poured them into another container. I was pleased to see she let her friend pour beads into her container and enjoy playing with her friend directly in front of her. she seemed thrilled to share and take turns with him pouring into his device, also.  I see her scooping more and more materials. She is enjoying this sensory activity so much that she decided to get a chair to rest on while continuing to play and engage with other friends at the bin.

https://www.youtube.com/watch?v=fdZJiWnxhg0